This article offers findings from a qualitative case-based research study examining the ways educators in central Brazil made sense of diversity, and the extent to which they believed recent policies promoting ethnocultural diversity are being realized in K–12 contexts. The research team also examined the degree to which these educators felt that responses to diversity drawn from the Canadian context could inform Brazilian educational policy. Of note, the research participants articulated productive possibilities for promoting the inclusion of cultural diversity in varied classroom contexts. However, confirming findings from prior research, they saw recent policy shifts in Brazil related to intercultural understanding as unsupported by institutions and thus almost completely reliant on teachers’ personal efforts. Overall, educators in this study had difficulty seeing Canadian responses to diversity as workable in Brazil, and there was a general absence of discussions concerning the teaching of Afro-Brazilian and Indigenous culture and histories.

中文翻译：

---

调查在课程变化时期巴西教育对多样性的反应

本文提供了一项基于案例的定性研究的结果，该研究调查了巴西中部的教育工作者如何理解多样性，以及他们认为最近促进民族文化多样性的政策在 K-12 背景下实现的程度。研究小组还研究了这些教育工作者认为对加拿大背景下的多样性做出的反应可以为巴西教育政策提供信息的程度。值得注意的是，研究参与者阐明了在不同的课堂环境中促进文化多样性的富有成效的可能性。然而，证实先前研究的结果，他们看到巴西最近与跨文化理解相关的政策转变没有得到机构的支持，因此几乎完全依赖于教师的个人努力。全面的，